Ann Cheryl Armstrong PhD is Director of the Division of Professional Learning in the Faculty of Education and Social Work, at the University of Sydney. A former primary school teacher, Ann Cheryl has worked in education and professional development for 23 years and has extensive experience as a teacher, teacher educator, research manager, project manager and programme leader. She has worked in countries throughout the Caribbean as well as in the UK and Australia. Before emigrating to Sydney in February 2005, she was employed with the University of Sheffield, UK in the School of Education as Director of the Caribbean Distance Education Programme. In this role, she played a major part in establishing a programme of advanced teacher education by distance learning with pathways from post-graduate Certificate and Diploma, through to Masters and Doctoral levels. Derrick is co-director of a £1.5m research network funded by the UK Economic and Social Research Council investigating young people: ′Pathways Into and Out of Crime: Risk, Resilience and Diversity′. The network centres on a collaboration between five universities in the UK and partners in Australia and the US. The research is exploring the experiences and perspectives of children and young people in relation to antisocial and criminal behaviour. Early in his career, Derrick jointly directed the national evaluation of the "On Track" crime-reduction program in the UK which was concerned with the role of multiple interventions in crime reduction for 6-12 year olds. Other recent research has included work on the history of special educational policy since 1944, a project titled ′Self-advocacy, Civil Rights and theSocial Model of Disability′, and a longstanding interest in special-educational assessment and the perspectives of children and parents. A further strand of research since 1998, in collaboration with Dr Ann Cheryl Armstrong, has focused on educational development in the Caribbean, where he has worked with teachers, non-government organisations and education ministries, and where he has undertaken research funded by the UK′s Department for International Development. Derrick has writen and edited, and co-authored and co-edited more than 60 articles, book chapters and international conference papers, as well as six books. Ilektra worked as a special teacher and completed her PhD at the University of Sheffield, UK in the area of inclusive education. She worked as a researcher at the University of Sheffield, UK, and as a lecturer at the University of Athens and the University of Thessaly, Greece before moving to the University of Sydney. Her research interests include disability, classroom diversity, and curriculum differentiation.Ilektra has been involved in teacher education and teacher training in special and inclusive education both in Greece and Australia. She has experience working with general and special education teachers in the area of philosophy and theories of inclusive education, policy and legislation issues, and curricula adjustments for students with a disability and special education needs. She has also experience in preparing materials, including audio-visual resources for teacher training. She had taught at special education master programs (University of Athens, Greece), special education undergraduate programs (University of Thessaly, Greece) and teacher specialisation programs in blindness/vision impairment.Ilektra currently teaches in the pre-service special education mandatory units of study and the Master of Education (Special Education) in the area of special and inclusive education. She is involved in higher degree supervision and other research projects. Her publications included the book ‘Inclusive Education: International Policy & Practice’ (co-authored with A.C. Armstrong and D. Armstrong) and published by Sage).

′This is a book that would be of interest and of value to those completing additional study in education as it contains theory, research, policy and practice and is complimented by chapter summaries, case studies and points for reflection and discussion′ - Learning and Teaching Update ′This is not a feel-good book, even though it hopes and believes in a better education and better lives for all. It is an exquisite balance between the theory, policy and practice of inclusive education. It confronts the difficulties with the term, and the bifurcation in policy and practice of ability/disability, advantage/disadvantage, normality/diversity. It provides a major commentary on education and its restricted and restrictive models, which exclude not just certain bodies but also what they embody′ - Trevor Gale, Director, National Centre for Student Equity in Higher Education, University of South Australia′This book is essential reading for all concerned with the issue of inclusive education, addressing key themes, ideas and existing understandings in a critical, innovatory and informative manner. Through cross-cultural insights and practices, questions of definition, the impact of globalisation and the unacceptable dominance of North over South interests and concerns are carefully highlighted and challenged. The authors have provided a lucid, readable, clear and critical contribution to our knowledge and understanding of this fundamentally important issue′ - Emeritus Professor Len Barton, Institute of Education, University of London ′This book offers a powerfully argued and long overdue critique of international developments in inclusive education....SENCOs, or other education professionals who may wish to study or work in international contexts, and developing countries in particular, will learn much from this book′ - SENCO Update

• PART ONE: HISTORY, SOCIAL CONTEXT AND KEY IDEASInclusive Education: Key ThemesThe Social History of InclusionThe Current State of Inclusive Education: Contradictions and ConcernsPART TWO:POLICY CASE STUDIESGlobalization: Internationalization of Inclusive EducationThe Impact of International Agencies on Inclusive PoliciesThe European Union: A Common Policy on Inclusion?PART THREE: FROM POLICY TO PRACTICEMaking Inclusion Special: A Case Study of English Policy ContradictionsFrom Policy to Practice: Defining Inclusion in SchoolsExporting Inclusion to the Developing WorldPART FOUR: CONCLUSIONS AND REFLECTIONSA conclusion or a Starting Point for the Future?An Epilogue on Reflection

Ann Cheryl Armstrong PhD is Director of the Division of Professional Learning in the Faculty of Education and Social Work, at the University of Sydney. A former primary school teacher, Ann Cheryl has worked in education and professional development for 23 years and has extensive experience as a teacher, teacher educator, research manager, project manager and programme leader. She has worked in countries throughout the Caribbean as well as in the UK and Australia. Before emigrating to Sydney in February 2005, she was employed with the University of Sheffield, UK in the School of Education as Director of the Caribbean Distance Education Programme. In this role, she played a major part in establishing a programme of advanced teacher education by distance learning with pathways from post-graduate Certificate and Diploma, through to Masters and Doctoral levels. Derrick is co-director of a £1.5m research network funded by the UK Economic and Social Research Council investigating young people: ′Pathways Into and Out of Crime: Risk, Resilience and Diversity′. The network centres on a collaboration between five universities in the UK and partners in Australia and the US. The research is exploring the experiences and perspectives of children and young people in relation to antisocial and criminal behaviour. Early in his career, Derrick jointly directed the national evaluation of the "On Track" crime-reduction program in the UK which was concerned with the role of multiple interventions in crime reduction for 6-12 year olds. Other recent research has included work on the history of special educational policy since 1944, a project titled ′Self-advocacy, Civil Rights and theSocial Model of Disability′, and a longstanding interest in special-educational assessment and the perspectives of children and parents. A further strand of research since 1998, in collaboration with Dr Ann Cheryl Armstrong, has focused on educational development in the Caribbean, where he has worked with teachers, non-government organisations and education ministries, and where he has undertaken research funded by the UK′s Department for International Development. Derrick has writen and edited, and co-authored and co-edited more than 60 articles, book chapters and international conference papers, as well as six books. Ilektra worked as a special teacher and completed her PhD at the University of Sheffield, UK in the area of inclusive education. She worked as a researcher at the University of Sheffield, UK, and as a lecturer at the University of Athens and the University of Thessaly, Greece before moving to the University of Sydney. Her research interests include disability, classroom diversity, and curriculum differentiation.Ilektra has been involved in teacher education and teacher training in special and inclusive education both in Greece and Australia. She has experience working with general and special education teachers in the area of philosophy and theories of inclusive education, policy and legislation issues, and curricula adjustments for students with a disability and special education needs. She has also experience in preparing materials, including audio-visual resources for teacher training. She had taught at special education master programs (University of Athens, Greece), special education undergraduate programs (University of Thessaly, Greece) and teacher specialisation programs in blindness/vision impairment.Ilektra currently teaches in the pre-service special education mandatory units of study and the Master of Education (Special Education) in the area of special and inclusive education. She is involved in higher degree supervision and other research projects. Her publications included the book ‘Inclusive Education: International Policy & Practice’ (co-authored with A.C. Armstrong and D. Armstrong) and published by Sage).

′This is a book that would be of interest and of value to those completing additional study in education as it contains theory, research, policy and practice and is complimented by chapter summaries, case studies and points for reflection and discussion′ - Learning and Teaching Update ′This is not a feel-good book, even though it hopes and believes in a better education and better lives for all. It is an exquisite balance between the theory, policy and practice of inclusive education. It confronts the difficulties with the term, and the bifurcation in policy and practice of ability/disability, advantage/disadvantage, normality/diversity. It provides a major commentary on education and its restricted and restrictive models, which exclude not just certain bodies but also what they embody′ - Trevor Gale, Director, National Centre for Student Equity in Higher Education, University of South Australia′This book is essential reading for all concerned with the issue of inclusive education, addressing key themes, ideas and existing understandings in a critical, innovatory and informative manner. Through cross-cultural insights and practices, questions of definition, the impact of globalisation and the unacceptable dominance of North over South interests and concerns are carefully highlighted and challenged. The authors have provided a lucid, readable, clear and critical contribution to our knowledge and understanding of this fundamentally important issue′ - Emeritus Professor Len Barton, Institute of Education, University of London ′This book offers a powerfully argued and long overdue critique of international developments in inclusive education....SENCOs, or other education professionals who may wish to study or work in international contexts, and developing countries in particular, will learn much from this book′ - SENCO Update

• PART ONE: HISTORY, SOCIAL CONTEXT AND KEY IDEASInclusive Education: Key ThemesThe Social History of InclusionThe Current State of Inclusive Education: Contradictions and ConcernsPART TWO:POLICY CASE STUDIESGlobalization: Internationalization of Inclusive EducationThe Impact of International Agencies on Inclusive PoliciesThe European Union: A Common Policy on Inclusion?PART THREE: FROM POLICY TO PRACTICEMaking Inclusion Special: A Case Study of English Policy ContradictionsFrom Policy to Practice: Defining Inclusion in SchoolsExporting Inclusion to the Developing WorldPART FOUR: CONCLUSIONS AND REFLECTIONSA conclusion or a Starting Point for the Future?An Epilogue on Reflection

Ann Cheryl Armstrong PhD is Director of the Division of Professional Learning in the Faculty of Education and Social Work, at the University of Sydney. A former primary school teacher, Ann Cheryl has worked in education and professional development for 23 years and has extensive experience as a teacher, teacher educator, research manager, project manager and programme leader. She has worked in countries throughout the Caribbean as well as in the UK and Australia. Before emigrating to Sydney in February 2005, she was employed with the University of Sheffield, UK in the School of Education as Director of the Caribbean Distance Education Programme. In this role, she played a major part in establishing a programme of advanced teacher education by distance learning with pathways from post-graduate Certificate and Diploma, through to Masters and Doctoral levels. Derrick is co-director of a £1.5m research network funded by the UK Economic and Social Research Council investigating young people: ′Pathways Into and Out of Crime: Risk, Resilience and Diversity′. The network centres on a collaboration between five universities in the UK and partners in Australia and the US. The research is exploring the experiences and perspectives of children and young people in relation to antisocial and criminal behaviour. Early in his career, Derrick jointly directed the national evaluation of the "On Track" crime-reduction program in the UK which was concerned with the role of multiple interventions in crime reduction for 6-12 year olds. Other recent research has included work on the history of special educational policy since 1944, a project titled ′Self-advocacy, Civil Rights and theSocial Model of Disability′, and a longstanding interest in special-educational assessment and the perspectives of children and parents. A further strand of research since 1998, in collaboration with Dr Ann Cheryl Armstrong, has focused on educational development in the Caribbean, where he has worked with teachers, non-government organisations and education ministries, and where he has undertaken research funded by the UK′s Department for International Development. Derrick has writen and edited, and co-authored and co-edited more than 60 articles, book chapters and international conference papers, as well as six books. Ilektra worked as a special teacher and completed her PhD at the University of Sheffield, UK in the area of inclusive education. She worked as a researcher at the University of Sheffield, UK, and as a lecturer at the University of Athens and the University of Thessaly, Greece before moving to the University of Sydney. Her research interests include disability, classroom diversity, and curriculum differentiation.Ilektra has been involved in teacher education and teacher training in special and inclusive education both in Greece and Australia. She has experience working with general and special education teachers in the area of philosophy and theories of inclusive education, policy and legislation issues, and curricula adjustments for students with a disability and special education needs. She has also experience in preparing materials, including audio-visual resources for teacher training. She had taught at special education master programs (University of Athens, Greece), special education undergraduate programs (University of Thessaly, Greece) and teacher specialisation programs in blindness/vision impairment.Ilektra currently teaches in the pre-service special education mandatory units of study and the Master of Education (Special Education) in the area of special and inclusive education. She is involved in higher degree supervision and other research projects. Her publications included the book ‘Inclusive Education: International Policy & Practice’ (co-authored with A.C. Armstrong and D. Armstrong) and published by Sage).

′This is a book that would be of interest and of value to those completing additional study in education as it contains theory, research, policy and practice and is complimented by chapter summaries, case studies and points for reflection and discussion′ - Learning and Teaching Update ′This is not a feel-good book, even though it hopes and believes in a better education and better lives for all. It is an exquisite balance between the theory, policy and practice of inclusive education. It confronts the difficulties with the term, and the bifurcation in policy and practice of ability/disability, advantage/disadvantage, normality/diversity. It provides a major commentary on education and its restricted and restrictive models, which exclude not just certain bodies but also what they embody′ - Trevor Gale, Director, National Centre for Student Equity in Higher Education, University of South Australia′This book is essential reading for all concerned with the issue of inclusive education, addressing key themes, ideas and existing understandings in a critical, innovatory and informative manner. Through cross-cultural insights and practices, questions of definition, the impact of globalisation and the unacceptable dominance of North over South interests and concerns are carefully highlighted and challenged. The authors have provided a lucid, readable, clear and critical contribution to our knowledge and understanding of this fundamentally important issue′ - Emeritus Professor Len Barton, Institute of Education, University of London ′This book offers a powerfully argued and long overdue critique of international developments in inclusive education....SENCOs, or other education professionals who may wish to study or work in international contexts, and developing countries in particular, will learn much from this book′ - SENCO Update

• PART ONE: HISTORY, SOCIAL CONTEXT AND KEY IDEASInclusive Education: Key ThemesThe Social History of InclusionThe Current State of Inclusive Education: Contradictions and ConcernsPART TWO:POLICY CASE STUDIESGlobalization: Internationalization of Inclusive EducationThe Impact of International Agencies on Inclusive PoliciesThe European Union: A Common Policy on Inclusion?PART THREE: FROM POLICY TO PRACTICEMaking Inclusion Special: A Case Study of English Policy ContradictionsFrom Policy to Practice: Defining Inclusion in SchoolsExporting Inclusion to the Developing WorldPART FOUR: CONCLUSIONS AND REFLECTIONSA conclusion or a Starting Point for the Future?An Epilogue on Reflection